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Utah Common Core Academy Day 4: Wrap Up

THE UTAH. Utah Common Core Academy Day 4: Wrap Up. Reflection on feedback. Liked… Didn’t like…. Task 1: Warm-up: Writing—Things to think about Task 2: Writing Practice: Responding, Writing, Scaffolding Task 3: LDC Work Time Task 4: Socratic Seminar Task 5: Feedback.

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Utah Common Core Academy Day 4: Wrap Up

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  1. THE UTAH Utah Common Core Academy Day 4: Wrap Up

  2. Reflection on feedback • Liked… • Didn’t like…

  3. Task 1: Warm-up: Writing—Things to think about Task 2: Writing Practice: Responding, Writing, Scaffolding Task 3: LDC Work Time Task 4: Socratic Seminar Task 5: Feedback Day Four Agenda

  4. Task 1 Writing: Things to Think About… • Source evaluation is important. It is a 21st century skill, and kids are not good at it! (do we have some resources?) • Informational/Explanatory writing often requires research, which requires lessons on note taking, summarizing, paraphrasing, and citation. • Peer editing cuts down on teacher time spent grading, and it helps students become more proficient editors. It does need to be structured, though. (See argument peer editing handout) • Keep a portfolio and have students pick their best paper of a genre for evaluation • There are tools to help with citation: (sonofcitation, ezbib)

  5. Task 1 Let’s practice 3 things: 1. Responding to prompts from various text structures2. Writing prompts for various text structures 3. Developing sentence stems with transitions to support students

  6. Work on LDC Module • Remember to incorporate: task, skills, learning, results

  7. Socratic Seminar 1. How does the CCSS change learning in UT? 2. How does the CCSS support learning in UT? 3. What kind of strategies could be used to implement the writing standards of the CCSS? 4. What is an essential question and how does it further historical learning? 5. What are exemplars and how do we know which should be implemented? 6. What is a learning module and how does it support the CCSS? 7. How does the CCSS help students to become College & Career ready? 8. How does reading/writing affect a student’s knowledge & application of social studies? 9. What are performance tasks in the LDC module and how do we create them? 10. How do we assess what students understand from the material?

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